MODULE FRAMEWORK AND ASSESSMENT SHEET

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LO 1 We know this when the learner:

NUMBERS, OPERATIONS AND 1.1 describes and illustrates the historical
RELATIONSHIPS development of number systems in a variety of
The learner will be able to historical and cultural contexts (including
recognise, describe and local);
represent numbers and their
relationships, and to count, 1.2 recognises, uses and represent rational
estimate, calculate and check numbers (including very small numbers written
with competence and in scientific notation), moving flexibly between
confidence in solving equivalent forms in appropriate contexts;
problems. 1.3 solves problems in context, including contexts
that may be used to build awareness of other
Learning Areas, as well as human rights,
social, economic and environmental issues
such as:
1.3.1 financial (including profit and loss, budgets,
accounts, loans, simple and compound
interest, hire purchase, exchange rates,
commission, rentals and banking);
1.3.2 measurements in Natural Sciences and
Technology contexts;
1.4 solves problems that involve ratio, rate and
proportion (direct and indirect);
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1.5 estimates and calculates by selecting and

using operations appropriate to solving
problems and judging the reasonableness of
results (including measurement problems that
involve rational approximations of irrational
numbers);
1.6 uses a range of techniques and tools
(including technology) to perform calculations
efficiently and to the required degree of
accuracy, including the following laws and
meanings of exponents (the expectation being
that learners should be able to use these laws
and meanings in calculations only):
1.6.1 x n × x m = xn + m
1.6.2 x n ÷ x m = xn – m
1.6.3 x0=1
1
1.6.4 x –n =
xn
1.7 recognises, describes and uses the properties
of rational numbers.
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LO 2 We know this when the learner:

PATTERNS, FUNCTIONS AND 2.1 investigates, in different ways, a variety of
ALGEBRA numeric and geometric patterns and
The learner will be able to relationships by representing and generalising
recognise, describe and them, and by explaining and justifying the rules
represent patterns and that generate them (including patterns found in
relationships, as well as to natural and cultural forms and patterns of the
solve problems using algebraic learner’s own creation);
language and skills.
2.7 uses the distributive law and manipulative
skills developed in Grade 8 to:
2.7.1 find the product of two binomials;
2.7.2 factorise algebraic expressions (limited to
common factors and difference of squares).
2.8 uses the laws of exponents to simplify
expressions and solve equations;
2.9 uses factorisation to simplify algebraic
expressions and solve equations.
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LO 3 We know this when the learner:

SPACE AND SHAPE 3.1 recognises, visualises and names geometric
(GEOMETRY) figures and solids in natural and cultural forms
The learner will be able to and geometric settings, including:
describe and represent
characteristics and 3.1.1 regular and irregular polygons and
relationships between two- polyhedra;
dimensional shapes and three- 3.1.2 spheres;
dimensional objects in a
variety of orientations and 3.1.3 cylinders;
positions. 3.2 in contexts that include those that may be used
to build awareness of social, cultural and
environmental issues, describes the
interrelationships of the properties of geometric
figures and solids with justification, including:
3.2.1 congruence and straight line geometry;
3.3 uses geometry of straight lines and triangles to
solve problems and to justify relationships in
geometric figures;
3.4 draws and/or constructs geometric figures and
makes models of solids in order to investigate
and compare their properties and model
situations in the environment;
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3.5 uses transformations, congruence and

similarity to investigate, describe and justify
(alone and/or as a member of a group or team)
properties of geometric figures and solids,
including tests for similarity and congruence of
triangles.
LO 4
We know this when the learner:
MEASUREMENT 4.1 solves ratio and rate problems involving time,
The learner will be able to use distance and speed;
appropriate measuring units,
instruments and formulae in a 4.2 solves problems (including problems in
variety of contexts. contexts that may be used to develop
awareness of human rights, social, economic,
cultural and environmental issues) involving
known geometric figures and solids in a range
of measurement contexts by:
4.2.1 measuring precisely and selecting measuring
instruments appropriate to the problem;
4.2.2 estimating and calculating with precision;
4.2.3 selecting and using appropriate formulae and
measurements;
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4.3 describes and illustrates the development of

measuring instruments and conventions in
different cultures throughout history;
4.4 uses the Theorem of Pythagoras to solve
problems involving missing lengths in known
geometric figures and solids.
 LEARNING UNIT 1
The algebra of the four basic operations
..................................................................................................................... Activity 1.1

To refresh understanding of conventions in algebra as applied

to addition and subtraction

LO 1.2 LO 1.6

A We will first have a look at terms.

Remember, terms are separated by + or –. In each of the following, say how
many terms there are:
1. a+5
2. 2a2
3. 5a (a+1)
3a − 1
4. + 5a
a2
In the next exercise you must collect like terms to simplify the expression:
1. 5a + 2a
2. 2a2 + 3a – a2
3. 3x – 6 + x + 11
4. 2a(a–1) – 2a2

B Adding expressions
Example:
Add 3x + 4 by x + 5. (x + 5) + (3x + 4) Write, with brackets, as sum.
x + 5 + 3x + 4 Remove brackets, with care.
4x + 9 Collect like terms.

In this exercise, add the two given expressions:

1. 7a + 3 en a + 2
2. 5x – 2 en 6 – 3x
3. x + ½ en 4x – 3½
4. a2 + 2a + 6 en a – 3 + a2
5. 4a2 – a – 3 en 1 + 3a – 5a2
C Subtracting expressions
Study the following examples very carefully:
Subtract 3x – 5 from 7x + 2.
(7x + 2) – (3x – 5) Notice that 3x – 5 comes second, after the minus.
7x + 2 – 3x + 5 The minus in front of the bracket makes a difference!
4x + 7 Collecting like terms.

Calculate 5a – 1 minus 7a + 12: (5a – 1) – (7a + 12)

5a – 1 – 7a – 12
–2a – 13

D Mixed problems
Do the following exercise (remember to simplify your answer as far as possible):
1. Add 2a – 1 to 5a + 2.
2. Find the sum of 6x + 5 and 2 – 3x.
3. What is 3a – 2a2 plus a2 – 6a?
4. (x2 + x) + (x + x2) = . . .
5. Calculate (3a – 5) – (a – 2).
6. Subtract 12a + 2 from 1 + 7a.
7. How much is 4x2 + 4x less than 6x2 – 13x?
8. How much is 4x2 + 4x more than 6x2 – 13x?
9. What is the difference between 8x + 3 and 2x +1?

Use appropriate techniques to simplify the following expressions:

1. x2 + 5x2 – 3x + 7x – 2 + 8
2. 7a2 – 12a + 2a2 – 5 + a – 3
3. (a2 – 4) + (5a + 3) + (7a2 + 4a)
4. (2x – x2) – (4x2 – 12) – (3x – 5)
5. (x2 + 5x2 – 3x) + (7x – 2 + 8)
6. 7a2 – (12a + 2a2 – 5) + a – 3
7. (a2 – 4) + 5a + 3 + (7a2 + 4a)
8. (2x – x2) – 4x2 – 12 – (3x – 5)
9. x2 + 5x2 – 3x + (7x – 2 + 8)
10. 7a2 – 12a + 2a2 – (5 + a – 3)
11. a2 – 4 + 5a + 3 + 7a2 + 4a
12. (2x – x2) – [(4x2 – 12) – (3x – 5)]
 Here are the answers for the last 12 problems:
1. 6x2 + 4x + 6
2. 9a2 – 11a – 8
3. 8a2 + 9a – 1
4. – 5x2 – x + 17
5. 6x2 + 4x + 6
6. 5a2 – 11a + 2
7. 8a2 + 9a – 1
8. – 5x2 – x – 7
9. 6x2 + 4x + 6
10. 9a2 – 13a – 2
11. 8a2 + 9a – 1
12. – 5x2 + 5x + 7

Assess your performance for the last twelve problems below:

Correct answers 10 – 12 correct 5 – 9 correct 0 – 4 correct

LO 1.2 LO 1.6

..................................................................................................................... Activity 1.2

To multiply certain polynomials by using brackets and the

distributive principle
LO 1.2 LO 1.6 LO 2.7

A monomial has one term; a binomial has two terms; a trinomial has three terms.

A Multiplying monomials.
Brackets are often used.
Examples:
2a × 5a = 10a2
3a3 × 2a × 4a2 = 24 a6
4ab × 9a2 × (–2a) × b = –36a4b2
a × 2a × 4 × (3a2)3 = a × 2a × 4 × 3a2 × 3a2 × 3a2 = 126a8
(2ab2)3 × (a2bc)2 × (2bc)2 = (2ab2) (2ab2) (2ab2) × (a2bc) (a2bc) × (2bc) (2bc) = 32a7b10c4
Always check that your answer is in the simplest form.
 Exercise:
1. (3x) (5x2)
2. (x3) (–2x)
3. (2x)2 (4)
4. (ax)2 (bx2) (cx2)2

B Monomial × binomial
Brackets are essential.
Examples:
5(2a + 1) means multiply 5 by 2a as well as by 1. 5 (2a + 1) = 10a + 5
Make sure that you work correctly with your signs.
4a(2a + 1) = 8a + 4a
–5a(2a + 1) = –10a2 – 5a
a2(–3a2 – 2a) = –3a4 – 2a3
–7a(2a – 3) = –14a2 + 21a
Note: We have turned an expression in factors into an expression in terms.
Another way of saying the same thing is: A product expression has been turned
into a sum expression.

Exercise:
1. 3x (2x + 4)
2. x2 (5x – 2)
3. –4x (x2 – 3x)
4. (3a + 3a2) (3a)

C Monomial × trinomial
Examples:
5a(5 + 2a – a2) = 25a + 10a2 – 5a3
– ½ (10x5 + 2a4 – 8a3) = – 5x5 – a4 +4a3

Exercise:
1. 3x (2x2 – x + 2)
2. –ab2 (–bc + 3abc – a2c)
3. 12a ( ¼ + 2a + ½ a2)
Also try: 4. 4x (5 – 2x + 4x2 – 3x3 + x4)
D Binomial × binomial
Each term of the first binomial must be multiplied by each term of the second
binomial.
(3x + 2) (5x + 4) = (3x)(5x) + (3x)(4) + (2)(5x) + (2)(4) = 15x2 + 12x + 10x + 8
= 15x2 + 22x + 8 Always check that your answer has been
simplified.

Here is a cat–face picture to help you remember how to multiply two binomials:

The left ear says multiply the first term of the first binomial with the first
term of the second binomial.
The chin says multiply the first term of the first binomial with the second
term of the second binomial.
The mouth says multiply the second term of the first binomial with the first
term of the second binomial.
The right ear says multiply the second term of the first binomial with the
second term of the second binomial.

There are some very important patterns in the following exercise – think about
them.

Exercise:
1. (a + b) (c + d)
2. (2a – 3b) (–c + 2d)
3. (a2 + 2a) (b 2 –3b)
4. (a + b) (a + b)
5. (x2 + 2x) (x2 + 2x)
6. (3x – 1) (3x – 1)
7. (a + b) (a – b)
8. (2y + 3) (2y – 3)
9. (2a2 + 3b) (2a2 – 3b)
10. (a + 2) (a + 3)
11. (5x2 + 2x) (x2 – x)
12. (–2a + 4b) (5a – 3b)
POSTER:
Work in groups of four or five. Use the previous exercise to make a poster illustrating the
basic four types of problem. You must show how the method works, what the differences
between the types are and how the answers are simplified.
You will assess each other’s work, and you will get your share of marks according to how
much you contribute to the group’s poster.

GROUP MEMBERS SHARE OF MARKS

TOTAL FOR GROUP

E Binomial × polynomial
Example:
(2a + 3) (a3 – 3a2 + 2a – 3) = 2a4 – 6a3 + 4a2 – 6a + 3a3 – 9a2 + 6a – 9
= 2a4 – 3a3 – 5a2 – 9 (simplified)

Exercise:
1. (x2 – 3x) (x2 + 5x – 3)
2. (b + 1) (3b2 – b + 11)
3. (a – 4) (5 + 2a – b + 2c)
4. (–a + 2) (a + b + c – 3d)

How well were you able to do the problems in this activity?

Excellent Average Poor

LO 1.2 LO 1.6 LO 2.7

..................................................................................................................... Activity 1.3

To find factors of certain algebraic expressions

LO 1.6 LO 2.1 LO 2.7

A Understanding what factors are

This table shows the factors of some monomials

EXPRESSION SMALLEST FACTORS

42 2×3×7

6ab 2×3×a×b

21a2b 3×7×a×a×b

(5abc2)2 5×a×b×c×c × 5×a×b×c×c

–8y4 –2 × 2 × 2 × y × y × y × y

(–8y4)2 –2 × 2 × 2 × y × y × y × y × –2 × 2 × 2 × y × y × y × y

You can write the factors in any order, but if you stick to the usual order your work
will be easier. Two lists of factors in the table are not in the usual order – rewrite
them in order.

B Finding common factors of binomials

Take the binomial 6ab + 3ac.
The factors of 6ab are 2 × 3 × a × b and the factors of 3ac are 3 × a × c.
The factors that appear in both 6ab and 3ac are 3 and a – they are called
common factors.
We can now use brackets to group the factors into the part that is common and the
rest, as follows:
6ab = 3a × 2b and 3ac = 3a × c
Now we can factorise 6ab + 3ac. This is how to set it out:
6ab + 3ac = 3a (2b + c).
An expression in terms has been written as an expression in factors.
Or: A sum expression has been turned into a product expression.
 Here are some more examples:
1. 6x2 + 12x = 3x (2x + 4)
2. 5x3 – 2x2 = x2 (5x – 2)
3. –4x3 + 12x2 = –4x (x2 – 3x)
4. 9a2 + 9a3 = (3a + 3a2) (3a)
Look back at the exercise in section B of the previous activity – did you recognise
the problems?

C Finding common factors of polynomials

In exactly the same way we can find the common factors of more than two terms.
Here are some examples:
Examples:
6x3 – 3x2 + 6x = 3x (2x2 – x + 2)
ab3c – 3a2b3c + a3b2c = ab2c (b – 3ab + a2)
3a + 24a2 + 6a3 = 3a ( 1 + 8a + 2a2)
20x – 8x2 + 16x3 – 12x4 +4x5 = 4x (5 – 2x + 4x2 – 3x3 + x4)
You will notice that the terms remaining in the brackets don’t have any more
common factors left. This is because they have been fully factorised. You must
always take out the highest common factor from all the terms.

Exercise:
Fully factorise the following expressions by taking out the highest common factor:
1. 12abc + 24ac
2. 15xy – 21y
3. 3abc + 18ab2c3
4. 8x2y2 – 2x
5. 2a2bc2 + 4ab2c – 7abc
6. 12a(bc)2 – 8(abc)3 + 4(ab)2c3 – 20bc + 4a

Pair activity:
Did you notice that in each case the number of terms in the brackets after
factorising was the same as the number of terms in the original expression?
Explain to your partner why you think this will always happen.
D Factorising difference of squares
In section D of the previous activity you had to multiply these three pairs of
binomials:
(a + b) (a – b) ,
(2y + 3) (2y – 3) and
(2a2 + 3b) (2a2 – 3b)
Here are the solutions:
(a + b) (a – b) = a2 – b2
(2y + 3) (2y – 3) = 4y2 – 9
(2a2 + 3b) (2a2 – 3b) = 4a4 – 9b2
You will have noticed that the answers have a very special pattern: square
minus square.
This is called a difference of squares and this is how it is factorised:
First–square minus second–square

= ( first − square plus sec ond − square ) ( first − square minus sec ond − square )

Examples:
x2 – 25 = (x + 5) (x – 5)
4 – b2 = (2 + b) (2 – b)
9a2 – 1 = (3a + 1) (3a – 1)
YOU HAVE TO BE VERY SURE OF THE MOST COMMON SQUARES AND
THEIR ROOTS.
These are a few important ones – you must add to this list.
22 = 4 32 = 9 (a2)2 = a4
(a3)2 = a6
(½)2 = ¼ 12 = 1

Exercise:
Factorise fully:
1. a2 – b 2
2. 4y2 – 9
3. 4a4 – 9b2
4. 1 – x2
5. 25 – a6
6. a8 – ¼
7. 4a2b 2 – 81
8. 0,25 – x2y6
9. 2a2 – 2b2 (take care!)
E Combining common factors with differences of squares
As you saw in the last exercise (number 9), it is essential to check for common factors
first and then to factorise the bracketed polynomial if possible.
Another example:
Factorise 12ax2 – 3ay2
First recognise that there is a common factor of 3a, before saying that this can’t be
a difference of squares.
12ax2 – 3ay2 = 3a (4x2 – y2) Now we recognise 4x2 – y2 as the difference of two
squares.
12ax2 – 3ay2 = 3a (4x2 – y2) = 3a(2x + y)(2x – y).

Exercise:
Factorise completely:
1. ax2 – ay4 2. a3 – ab2 3. 0,5a2x – 4,5b2x 4. a5b3c – abc

F Successive differences of squares

Try factorising this binomial completely by keeping your eyes open: a4 – b4
Now do this exercise – as usual factorise as far as possible.
1. x6 – 64 2. 1 – m8 3. 3a4 – 24b8 4. x – x9

G Factorising trinomials
If you study the answers to the following four problems (they are from a previous
activity), you will notice that the answers, after simplifying, sometimes have two
terms, sometimes three terms and sometimes four terms. Discuss what you see
happening (with a partner) and decide why they are different.
1. (a + b) (a – b) = a2 – ab + ab – b2 = a2 – b2 (when simplified)
2. (a + 2) (a + 3) = a2 + 3a + 2a + 6 = a2 + 5a + 6
3. (a + b) (a + b) = a×a +ab + ba + b×b = a2 + ab + ab + b2 = a2 + 2ab + b2 (in the
simplest form)
4. (a + b) (c + d) = ac + ad + bc + bd (and this answer can not be simplified)
The answer to the type of problem represented by number 1 above is a
difference of squares.
The answers to numbers 2 and 3 are trinomials, and we will now see how to
factorise them
The first fact that you must always remember is that not all trinomials can be
factorised.
 Work backwards through problem 2:
a2 + 5a + 6 = a2 + 3a + 2a + 6 = (a + 2) (a + 3).
So that you can see clearly where the a2 came from, and the 5a and the 6.

Now try to factorise a2 + 7a + 12 = ( )( ) by filling in two

correct binomials in the brackets.
You can check your answer by multiplying the binomials in your answer as
you were taught in activity 2.2. Keep trying and checking your answer until
you have it right. Do the same in the following three exercises:

Match up the two columns:

A. a2 – 5a – 6 1. (x + 2)(x + 3)
B. a2 – a – 6 2. (x – 2)(x + 3)
C. a2 – 5a + 6 3. (x + 1)(x – 6)
D. a2 + 7a + 6 4. (x – 2)(x – 3)
E. a2 + 5a + 6 5. (x + 1)(x + 6)
F. a2 + 5a – 6 6. (x – 1)(x + 6)
G. a2 + a – 6 7. (x + 2)(x – 3)
H. a2 – 7a + 6 8. (x – 1)(x – 6)

Now factorise the following trinomials by using the same techniques you have just
learnt. The last two are more difficult than the first four!
1. a2 + 3a + 2
2. a2 + a – 12
3. a2 – 4a + 3
4. a2 – 9a + 20
5. a2 + ab – 12b2
6. 2a2 – 18a + 40

Answer checked by
Problem One factor correct Both factors correct
multiplication
1 2 3

3
 4

Finally, in groups of 3, 4 or 5, work out exactly how one should go about factorising
these trinomials, and write down a strategy that will get you to the answer
accurately and quickly.

LO 1.6 LO 2.1 LO 2.7

..................................................................................................................... Activity 1.4

To use factorising in simplifying fractions, and in multiplying,

dividing and adding fractions
LO 1.2 LO 1.6 LO 2.9

A. Simplifying algebraic fractions

Two of the following four fractions can be simplified and the others can’t. Which is
which?
2+a 3(a + b ) 4+x a(b − c )
2−a a+b x+4 2(b + c )

As you have seen in the previous activity, factorising is a lot of trouble. So, why do
we do it?

6a 2 b − 6b
The following expression cannot be simplified as it is because we are not
2a − 2
allowed to cancel terms. If we can change the sum expressions into product
expressions (by factorising) then we will be able to cancel the factors, and simplify.
6a2b – 6b = 6b (a2 – 1) = 6b (a + 1) (a – 1) and 2a – 2 = 2(a – 1)
So, the reason we factorise is that it allows us to simplify expressions better.

6a 2 b − 6b 6b(a + 1)(a − 1) 3b(a + 1)

Now: = = = 3b(a + 1) .
2a − 2 2(a − 1) 1

It is very important that you factorise completely.

 Exercise:
Factorise the numerator and denominator, cancel factors and write in the simplest
form:

12a + 6b
1
2a + b

x2 − 9
2
x+3

2(a + 1)(a − 1)
3
6(a + 1)
2

5a 2 − 5
4
5a + 5

B. Multiplying and dividing fractions

Our normal rules for multiplication and division of fractions are still the same.
Study the following examples, taking special note of the factorising and cancelling.

4x3 y xy 2 xy 2 4 x 3 y 3 x 2 2 xy 2 4x4
÷ × = × × =
6 y 2 3x 2 3x 6y2 xy 3x 3

a2 − 9
× 2
1
=
(a + 3)(a − 3) × 1 =
(a + 3)
2 4 a − 12a 2 4 a (a − 3 ) 8a

3a + 6 a 2 − 4 3a + 6 10 3(a + 2) 10 6
÷ = × 2 = × =
5 10 5 a −4 5 (a + 2)(a − 2) a − 2
Exercise:
Simplify:

2ab 2 9ac 2 3ac

1. × ÷ 2
b3c 4b 2b

2(a + 1)(a − 2) 9(a + 1)(a + 3) 3(a + 1)(a + 3)

2 2
2. × ÷
(a − 2)3 (a + 3) 4(a − 2) 2(a − 2)
2

3.
(
4 a 2 + 8a 3 b 2 + 2
× 2
)
2b + 4 3a + 6 a

x 2 − 1 ( x + 1)
2
4. ÷
5 x − 5 15 x + 15
 7 x 3 x + 6 5 x − 10
5. ÷ ÷
3 xy 5 x 2 y 3 x 2 − 12

5x 2 + 5x
2
6. x − x (here we have a fraction divided by a fraction – first rewrite it like number 4)
5x + 5
x2 −1

C. Adding fractions
You already know quite well that adding and subtracting fractions is a lot more
difficult than multiplying and dividing them. The reason is that we can only add
and subtract the same kind of fractions, namely fractions with identical
denominators. If the denominators are different, find the lowest common multiple
of the denominators (LCD), rewrite all the terms with this as denominator, and
then simplify by gathering like terms together. Finally, the answer has to be
simplified by cancelling factors occurring in both numerator and denominator.
Here are some examples – all the steps have been shown:

Simplify:
5abx 4 ac cx
1. + + (LCD = 6acx)
2cx 3 x 2a

5abx 3a 4 ac 2ac cx 3cx 15a 2 bx 8a 2 c 2 3c 2 x 2 2 2 2 2 2

× + × + × = + + = 15a bx + 8a c + 3c x
2cx 3a 3 x 2ac 2a 3cx 6acx 6acx 6acx 6acx

a+b b+c a+c

2. + − (LCD = 6) Take careful note of how the signs are handled below!
2 3 6

3(a + b ) 2(b + c ) a + c 3(a + b ) + 2(b + c ) − (a + c ) 3a + 3b + 2b + 2c − a − c

+ − = = =
6 6 6 6 6
2a + 5b + c
6

a+3 1 2
3. + +
a − 4 3a + 6 5a − 10
2

To find Lowest Common Denominator first factorise denominators!

a+3 1 2
+ +
(a + 2)(a − 2) 3(a + 2) 5(a − 2)

Do you see that the LCD is 3×5×(a+2)(a–2)?

a+3 15 1 5(a − 2) 2 3(a + 2)

× + × + ×
(a + 2)(a − 2) 15 3(a + 2) 5(a − 2) 5(a − 2) 3(a + 2)

15(a + 3) + 5(a − 2) + 6(a + 2) 15a + 45 + 5a − 10 + 6a + 12 26a + 47

= = =
15(a + 2)(a − 2) 15(a + 2)(a − 2) 15(a + 2)(a − 2)
 Exercise:
Simplify the following expressions by using factorising:
a a 5a
1. − +
x 2 x 2x
1 2x + 1 x − 1
2. + −
3 2x 3x
4 a − 4b 3
3. −
2
2a − 2b 2
2a − 2b

1
4. (a − 2) + 2 (a + 1) − 3 (a − 3)
2 3 4
Assessment: Assess the 4 problems in the exercise above.
OUTCOMES 1 2 3 4

Handled Forgot to apply

Could not subtract Many errors Never made a
subtraction negative to all
correctly mistake
correctly terms

Correct common
Identified LCD Could not find Correct LCD, but Factorised to find
factors, but not
correctly common factors not factorised LCD
lowest

Applied factors to Did not change

Correctly written Multiplication
numerator Correct numerator
numerator down incorrect
correctly

Simplified Simplified
Could not simplify Cancelled terms Incomplete
completely and
correctly correctly where not allowed simplification
correctly

Identified
Did not attempt to Understood
numerator in deal with notation Attempted problem Separated factors
notation
problem 4

Multiplied out the

Found and used Dropped Correct
Incorrect LCD correct
LCD correctly denominator denominator
denominator

2( x − 1) 9(x + 3)
Here is one final trick. We could simplify × better if (1–x) had
3( x + 3) (1 − x )
been: (x–1).
So, we make the change we want by changing the sign of the whole binomial
as well:
(1–x) = –(x–1) because –(x–1) = –x + 1, which is 1–x. Finish the problem
yourself.
LO 1.2 LO 1.6 LO 2.9
LEARNING UNIT 1 ASSESSMENT
Algebra
I CAN . . . ASs Now I have to . . .
multiply and divide polynomials 1.6
add and subtract polynomials 1.6
simplify polynomials 1.6
factorise by common factors 2.7
factorise differences of squares 2.7
simplify algebraic fractions 2.1
multiply, divide, add and subtract
2.9
algebraic fractions

good partly not good

For this learning unit I . . .

worked very hard yes no

neglected my work yes no

did very little work yes no Date: -----------------------------

--------------------------------------------------------------------------------------------------------------

LEARNER CAN . . . ASs 1 2 3 4 COMMENTS

multiply and divide polynomials 1.6 ..........................................................
add and subtract polynomials 1.6 ..........................................................
simplify polynomials 1.6 ..........................................................
factorise by common factors 2.7 ..........................................................
factorise differences of squares 2.7 ..........................................................
simplify algebraic fractions 2.1 ..........................................................
multiply, divide, add and subtract
2.9 ..........................................................
algebraic fractions
Critical Outcomes 1 2 3 4
Decodes, understands and solves problems
Identifies nature of problems
Successfully evaluates information
Works accurately
Educator:
Signature: -------------------------------------------------------- Date: -----------------------------

Feedback from parents:

...................................................................................................................................................
...................................................................................................................................................
Signature: --------------------------------------------------------- Date: -----------------------------
 LEARNING UNIT 2
Space and shape
..................................................................................................................... Activity 2.1

To understand the structure of some regular right prisms

LO 3.3 LO 3.4

A. Building containers
You will be given a sheet of shapes. You will need a ruler that you can measure with,
a pair of scissors and glue or sticky tape. Colouring pens will also be helpful. Do the
following with these shapes:

1. Carefully measure all the lines and write down your measurements ( you should
be able to measure to the nearest half–millimetre). You must also do your best to
measure the radius (or diameter) of the circle. If you have a protractor available,
find out where the 90°–angles are.

2. Using these measurements, calculate the areas of the different shapes, and add
the parts together to find out the total area of each of the four shapes. Set your
work out very clearly so that anybody can understand what you have done. Use
the proper names for the shapes you describe.

For example, for the last figure you could say:

Total area = small rectangle + small rectangle + large rectangle

= (l × b) + (l × b) + (l × b)

and so on . . . (Remember to use appropriate units.)

3. Very carefully cut out the given shapes. You can colour these shapes to make it
easier to see which the top and base are, and which the sides (the sides are
striped). Now fold them and use tape, or glue and paper strips, to make four
boxes. Keep the sides with the dotted lines on the outside.

4. Write down what the Total Surface Area (TSA) of each shape is. (You have
already calculated the answer!)

5. Work in groups of two or three to try to find out how many 1cm × 1cm blocks will
fit into each box. This is called the volume of the box. If you can find a method or
a formula that will work with each of the four shapes, write that down carefully.

6. At the end of this exercise, you should have two formulas.

B. Right prisms
Each of the four boxes is a right prism. These are shapes with a top and base
that are exactly the same size and shape, and sides that go up straight at right
angles to the base. Look around to see whether you can discover shapes with
these characteristics.
We name right prisms according to the shape of the base, e.g. square prism,
rectangular prism, triangular prism and circular prism (cylinder).
Are these two shapes right prisms? Describe the shape of the base of each, and
confirm whether the sides go straight up at right angles to the base.

What kind of work did you do in this section? Score yourself in this table.

DID I WORK EXCELLENT ADEQUATELY NOT WELL ENOUGH

well with my team?

according to
instructions?

carefully?

accurately?

neatly?

C. Formulas
To calculate the total surface area (TSA) and volume (V) of any right prism we
use the following general formulas: (Please note that H refers to the prism
height.)

TSA = 2 × base area + sides area and V = base area × prism height
Here are some important examples. These are the cut–out prisms you made into
boxes. Please note how each part of the calculation is done separately and then put
into the formula at the end.
1. Square prism:
TSA = 2 base area + sides area = (2 × s2) + (H × base perimeter)

Step 1: Determine what the base is

and sketch it with its dimensions. s = 28mm

Step 2: Calculate the base area.

Base area = s2 = 282 = 784 mm2

Step 3: Calculate the base perimeter.

Base perimeter = 4 × s = 112mm

Step 4: Write down the height of the prism.

H = 52mm

Step 5: Calculate the TSA and V.

V = 784 × 52 = 40 768 mm3 ≈ 40,7 cm3
TSA = (2 × 784) + (52 × 112) = 7 392 mm2 ≈ 73,9 cm2

2. Rectangular prism:
TSA = 2 base area + sides area = 2 (l × b) + (H × base perimeter)

Step 1: Determine what the base is

and sketch it with its dimensions. 1 = 41mm; b = 14mm

Step 2: Calculate the base area.

Base area = l × b = 41 × 14 = 574 mm2

Step 3: Calculate the base perimeter.

Base perimeter = 2 (14 + 41) = 110mm

Step 4: Write down the height of the prism.

H = 54mm

Step 5: Calculate the TSA and V.

V = 574 × 54 = 30 996 mm3 ≈ 31 cm3
TSA = (2 × 574) + (54 × 110) = 7 088 mm2 ≈ 70,1 cm2
3. Cylinder:
TSA = 2 base area + sides area = 2 (π r2) + (H × base perimeter)

Step 1: Determine what the base is

and sketch it with its dimensions. r = 17,5mm

Step 2: Calculate the base area.

Base area = π r2 = 3,14159 × (17,5)2 ≈ 962,1mm2

Step 3: Calculate the base perimeter.

Base perimeter = 2 π r = 109,956mm

Step 4: Write down the height of the prism.

H = 60,5mm

Step 5: Calculate the TSA and V.

V = 962,1 × 60,5 ≈ 58 207,8 mm3 ≈ 58 cm3
TSA = (2 × 962,1) + (60.5 × 109,956) ≈ 8 576,55 mm2 ≈ 85,8 cm2

4. Triangular prism:
TSA = 2 base area + sides area = 2 (½ × b × h) + (H × base perimeter)

Step 1: Determine what the base is

and sketch it with its dimensions. b = 43,5mm; h = 31,5mm
hypotenuse = 53,7mm (Pyth.)
Step 2: Calculate the base area.
Base area = ½ b × h = 685,125 ≈ 685,1mm2

Step 3: Calculate the base perimeter.

Base perimeter = b + h + hypotenuse ≈ 128,7mm

Step 4: Write down the height of the prism.

H = 60,5mm

Step 5: Calculate the TSA and V.

V = 685,1 × 60,5 ≈ 41 450,1 mm3 ≈ 41 cm3
TSA = (2 × 685,1) + (60.5 × 128,7) ≈ 9 157,06 mm2 ≈ 91,6 cm2
EXERCISE:
Calculate the total surface area and the volume of each of the following three prisms.

Assignment to be done in pairs:

Help Granny solve her problem. She has cooked a pot of peach jam. The jam is
2 cm from the top rim of her cooking pot which has a diameter of 24 cm and is 21
cm high.
She has some pretty jam jars which she wants to fill to about ½ cm from the top.
She has two types of jam jar. The brown kind has a square base (8 cm × 8 cm) and
is 12 cm high, and the yellow kind has a base of 6,5 cm × 11,5 cm and is 11 cm
high. There are eleven of each kind.
Her problem is that she wants to use only one type of jar for the peach jam. This
means that she does not want to start filling one kind of jar and then find that she
has jam left over when she has used up all eleven jars.
Your job is to find out for her whether she has enough jars of one type to fit her
jam into, and to tell her which kind to use.

LO 3.3 LO 3.4
..................................................................................................................... Activity 2.2

To become acquired with various two- and three-dimensional

figures
LO 3.1 LO 3.5

A. Two-dimensional figures
These are figures that can be drawn on flat paper. Therefore they are called plane
figures. Of course there are limitlessly many such figures.
Polygons are closed figures with three or more straight sides. If all the sides are the
same length, and all the internal angles are equal, we call them regular polygons.
Triangles are three-sided polygons, and an equilateral triangle is a regular three-
sided polygon. A square is a regular four-sided polygon. Pentagons have five sides,
hexagons have six sides and heptagons have seven. Make a list of as many of these
special names as you can find.
Here are several closed plane figures. Decorate them and write the name of each
polygon on the shape.

B. Investigation
Choose four polygons from the group above, all regular, but with four different
numbers of sides. Now measure the sizes of the internal angles of each. Try to find
out whether it is possible to make a formula to tell you how large the angles are, and
what they add up to.
 The following table will be helpful. As you can see, there are infinitely many
polygons.

a = internal angle
No. of sides b = 360 – a c = b – 180 Total of a Total of c
size
Three 3×a = 3×c =
Four 4×a = 4×c =
Five 5×a = 5×c =
Six 6×a = 6×c =
Seven 7×a = 7×c =
Twelve 12×a = 12×c =

The characteristics in the table above are needed when you have to decide how
to tile a floor (say) with regular polygons so that they don’t overlap and don’t
leave gaps. Some of these polygons will work alone, and some can or must be
combined.
Design and draw a repeating tiling pattern of your own, using only regular
polygons and colour it so that the pattern shows clearly.

C. Three-dimensional closed figures

If these shapes have sides made up of polygons, then we call them polyhedra. A
regular polyhedron has faces that are congruent regular polygons, with internal
angles the same shape and size.
In contrast to the polygons, there are only five regular polyhedra. They have
been known since the time of Plato and the Greek mathematicians; this is why
they are known as the five Platonic Solids.

D. Project
Research the five Platonic Solids, finding their names and properties, and other
interesting deductions and facts about them. Make an attractive poster or models of
these solids showing the facts associated with each. Below are pictures of the five
solids.
LEARNING UNIT 2 Space and Shape ASSESSMENT
I CAN . . . ASs Now I have to . . .
identify right prisms 3.1

recognise the base of a right prism 3.1

calculate the TSA of a right prism 3.3

find the volume of a right prism 3.3

name polygons 3.4

identify regular polygons 3.4

calculate internal angle sizes 3.3

name the Platonic solids 3.5

describe the Platonic solids 3.5

good partly not good

For this learning unit I . . .
worked very hard yes no

neglected my work yes no

did very little work yes no Date: -----------------------------

--------------------------------------------------------------------------------------------------------------
LEARNER CAN . . . ASs 1 2 3 4 COMMENTS
identify right prisms 3.1 ..........................................................
recognise the base of a right prism 3.1 ..........................................................
calculate the TSA of a right prism 3.3 ..........................................................
find the volume of a right prism 3.3 ..........................................................
name polygons 3.4 ..........................................................
identify regular polygons 3.4 ..........................................................
calculate internal angle sizes 3.3 ..........................................................
name the Platonic solids 3.5 ..........................................................
describe the Platonic solids 3.5 ..........................................................
Critical Outcomes 1 2 3 4
Manages and uses information
Connects mathematics with the world
Communicates using symbols properly
Applies creative thinking skills
Educator:
Signature: -------------------------------------------------------- Date: -----------------------------
Feedback from parents:
...................................................................................................................................................
Signature: --------------------------------------------------------- Date: -----------------------------
 LEARNING UNIT 3
Geometry of lines and triangles
..................................................................................................................... Activity 3.1

To learn conventions of naming sides and angles in triangles

Refer to the triangle alongside to

understand the terms.
The three sides of the triangle are
called AB, AD and BD.
We often name a side in a triangle by
using the small letter of the name of
the opposite corner. The corners
(vertices) of the triangle are named
by using capital letters.

When ∠A or  is used, it refers to the

angle made by side BA and side AD.
For the angle one can also say ∠BAD
or BÂD .
But if I say A=38°, it is clear what I
mean.
We refer to triangle ABD or ∆ABD,
writing the letters in alphabetical
order.

EXERCISE:
To show that you understand the naming
conventions, draw the following triangle in the space
to the right:
Draw ∆QRT with q=4cm, ∠T=65° and QT=5,5cm.
You should notice that you don’t need to be told

the length of t, nor the sizes of Q̂ or R̂ . First

draw a rough sketch and fill the details in on that
sketch to help you plan your drawing.
ASSIGNMENT:
You should already know that triangles are classified according to their shape. Make an
A4–sized poster for your own use, clearly showing the characteristics of the following
types of triangle: equilateral, right–angled, isosceles and scalene. Name the vertices and
sides according to the conventions above. You must work as accurately and neatly as you
can.
Measure the sides and the angles of your triangles and fill these measurements in on
your poster.

Assessment: Let another learner assess your poster according to the following table:

Are all types of triangles there?

Are all the characteristics shown?

Is the work very neat?

Is the colouring useful (not a nuisance)?

Are all the measurements shown?

..................................................................................................................... Activity 3.2

To develop the principle of congruence in triangles

LO 4.4 LO 3.3 LO 3.5

In the previous exercise you drew ∆QTR from specifications given to you. Ask
the other learners who did this exercise to show you their drawings, and check
whether their triangles agree perfectly with the sizes given in the question.
Measure the side and the two angles not specified, to see whether they also
agree with yours.
You should find that all triangles drawn by anybody according to the
instructions, are always identical. In fact, it is impossible to draw that
triangle so that it is different! Write down, with a partner, why you think this
is the case.
Here are more descriptions of triangles. See whether the same happens with
them – in other words, that it is impossible to draw different triangles that fit
the same description. Again, write down your view of each situation. The last
one is quite difficult to draw – try it!
1. Draw ∆AGE with a=4cm, ∠E=90° and AG=5cm.
2. Draw ∆NOH with HN=4cm, ∠H=56° and ∠O=72°.
3. Draw ∆BAT with ∠B=48°, ∠T=65° and ∠A=67°.
 4. Draw ∆MOD with m=5,5cm, ∠O=65° and DM=4cm.
5. Draw ∆AMP with a=4,2cm, m=5cm and p=5,6cm.
In each of the above triangles, only three of the six sizes (three sides and three
angles) were specified in the question. And sometimes that was enough to
ensure that everyone drew identical triangles. But in ∆BAT and ∆MOD the
three items were not enough to ensure identical triangles from everyone.
So, when is it enough? Maybe you have already discovered the secrets:
∆QRT: Two sides and the angle between them were specified.
∆AGE: A right–angle, the hypotenuse and another side were specified.
∆NOH: One side and two angles were specified.
∆AMP: Three sides were specified.
∆BAT: Three angles were specified, but nothing said how big the triangle
could be!
∆MOD: Two sides and the angle not between the two sides were specified, so
that it could happen that some learners drew a short OM side and others drew
a longer OM side; because nothing was said how long OM had to be!
When two triangles are identical in every way – size and shape – then we call
them congruent. This means that if you cut one out, it can be placed exactly
on top of the other. As you will see later, the word can be used for other
identical shapes as well, but for now we will concern ourselves only with
triangles.
From the drawing exercise you saw that there are four different ways to
ensure that triangles are congruent. Here they are, with helpful sketches:

Case 1: Two triangles with two sides and the

included angle equal, will be congruent.
Case 2: Two right–angled triangles with the
hypotenuse and another side equal, will
be congruent.

Case 3: Two triangles with three sides equal will

be congruent.

Case 4: Two triangles with two angles and

corresponding sides equal, will be
congruent. This means that the equal
sides must be opposite corresponding
angles.
INVESTIGATION:
The next exercise shows 15 triangles, named A to O. They are all mixed–up and in
strange orientations. Work in a group of 4 or 5 to decide whether any of them are
congruent. Group the names of those that are congruent, with explanations and reasons.
This is not a straight–forward exercise; it is much more like a puzzle. You will have to
use all your experience, common-sense and logic. The sizes are not correct, so that you
have to use the information given, and not measure anything.
..................................................................................................................... Activity 3.3

To apply the four cases of congruence in problems

LO 4.4 LO 3.3 LO 3.4

When you have shown that two triangles are congruent (as you had to do in the
previous exercise) you have to do a number of things: First decide which case of
congruence will apply. Then say why each of the three items is equal. Then
write your conclusions down in the proper order. Here is an example of how it
can be done. We use the symbol ≡ to show congruence. So we can see that, if
we know that three very special things are equal, we know that everything else
must be equal too!

Prove that ∆ABC and ∆DEF are congruent.

1. Â = 60° because the angles of a

triangle add up to 180°

Therefore, Â = F̂ because both are 60°

2. Ĉ = Ê because both are 50°

3. BC = DE because they are both 12
units, and they lie opposite equal
angles. We have two equal angles and
a corresponding equal side in each of
the two triangles.
4. So we write: ∆ABC ≡ ∆DEF (AAS)
which means: ∆ABC is congruent to
∆DEF because two angles and a
corresponding side are equal. This
means that all other things must be
equal too.

From the exercise in the previous section, do at least three congruencies in this way.

EXERCISE:
Prove that the two triangles in each of the following problems are congruent.
1.
2. 3.

This exercise must be assessed according to this grid:

MARKS 2 3 1

Question 1 Calculated angles correctly Recognised case of ≡ Wrote answer correctly

Question 2 Calculated sides correctly Found case of ≡ Wrote answer correctly

Question 3 Named angles correctly Identified case of ≡ Wrote answer correctly

LO 4.4 LO 3.3 LO 3.4

..................................................................................................................... Activity 3.4

To understand the principle of similarity in triangles

LO 1.2 LO 1.4 LO 3.5

In a previous exercise you were asked to draw ∆BAT with ∠B=48°, ∠T=65° and
∠A=67°. As you noticed, it was possible to draw many triangles according to
these specifications, but they were not congruent. This is because nothing
specified the size of the triangle, so some were bigger and some were smaller.
 Work in groups of four or five. Measure the sides of your triangle. Each uses
his own ∆ BAT to complete his row in the table below. Where you divide, give
your answer rounded to one decimal place.

Learner AB AT BT BT ÷ AT AB ÷ AT BT ÷ AB

In the next exercise you must draw two isosceles triangles with angles 80°,
50° and 50°. Make the one triangle about two or three times as big as the
other. Work very accurately.
Call the small triangle DEF ( ∠F = 80°) and the big one OPT ( ∠T = 80°).
Measure all the sides and complete the table from your measurements.

OP PT OT DE EF DF OP ÷ DE PT ÷ EF OT ÷ DF

ASSIGNMENT:
Study the two tables (especially the last three columns of both tables). What do you
notice?
Write a very clear explanation of why these calculations work out the way they do.
These triangles are not congruent, as their sizes are different, even if their angles
agree. When two triangles have equal angles but different sizes, we call them
similar.
The sign is , so that ∆DEF ∆OPT from the last table.
All triangles with three angles equal are automatically similar. If they have the
same size, then they are congruent as well.
Similar triangles have sides that are in the same proportion. This is what we see
from the two tables we completed. The fractions that were calculated from the side
lengths give us the ratios between sides.
From the first table we see that the ratios between the sides of similar triangles are
the same. From the second table we see that the ratios between corresponding
sides of two similar triangles are the same. This ratio is called the proportional
constant for the two triangles.
 We know two things from the facts we have learned about similar triangles:
Firstly, if we have two triangles with equal angles (equiangular triangles), then
we know they are similar and therefore the sides must be in proportion.
Secondly, when we have triangles with sides in proportion, we know they must
have equal angles because they must be similar.

EXAMPLE:
What can you say about the two triangles below? Calculate the values of x and y.

To find out whether the triangles are similar, we must find either equal angles or sides in
proportion. In this problem, we can say the angles are equal but we cannot say the sides
are in proportion. In other problems, it may be the other way around. .
We set it out this way:
1. ∠A = 65° because the angles of ∆ABC add up to 180°
∠F = 35° because the angles of ∆DEF add up to 180°
2. The triangles have equal angles, therefore they are similar, so
∆ABC ∆DEF (equal angles)
3. This means that the sides must be in proportion.
4. Find out what the proportional constant is. AC = 16 and DF = 8.
These two sides are both opposite the 80° angles, so that they are corresponding
angles.
16
The proportional constant is = 2 . If we multiply the a side of the small triangle
8
by 2, we get the length of the corresponding side in the large triangle. If you
divide a side of the large triangle by 2 then you get the length of the corresponding
side in the small triangle.
5. Now the value of x can be calculated by dividing 9 by 2. x = 2 ÷ 9,4 = 4,7.
6. And y = 2 × 5,5 = 11.

EXERCISE:
Calculate the values of sides PR and XY in the following triangles.
EXAMPLE:
Find all the missing angles in these two triangles, if possible.

1. The sides are in proportion: 42 × 1,5 = 63 , 38 × 1,5 = 57 and 34 × 1,5 = 51

2. This means that the triangles are similar: ∆EFG ∆KLM (sides in proportion)
3. So, corresponding angles are equal: ∠L = 68° (corresponds to ∠F)
∠E = 51° (corresponds to ∠K)
∠G = ∠M = 61° (sum of the angles of a triangle)

EXERCISE:
Find all the missing angles in these triangles:

Assess the two problems according to this grid:

MARKS 2 1 3 2

Calculated angles Wrote correct Calculated correct Calculated missing

Question 1 correctly statement of proportional side lengths
similarity constant correctly

Calculated three Wrote correct

Transferred angle Calculated missing
Question 2 ratios of side statement of
to other triangle angle correctly
lengths similarity

LO 1.2 LO 1.4 LO 3.5

..................................................................................................................... Activity 3.5

To apply similarity in problems

LO 4.4 LO 1.4 LO 3.5

In the following problems, you must draw sketches of the given triangles, but
you must NOT make accurate drawings.

1. Are the following triangles similar?

1.1 ∆BAG with ∠B = 90°, AG = 15cm and AB = 9cm and

∆POT with ∠P = 90°, OT = 5cm and PO = 4cm.

1.2 ∆REM with ∠R = 60° and ∠M = 50° and

∆SUP with ∠U = 70° and ∠S = 50°.

1.3 ∆LOP with ∠P = 90°, LO = 13cm and OP = 12cm and

∆CAT with ∠C = 90°, AC = 16cm and CT = 12cm

2. Calculate the proportional constant in similar triangles ∆ABC and ∆DEF when
AB = 36cm, EF = 12cm, ∠C = 48° and ∠D = 48°.

3. Two flagpoles (one longer than the other) throw shadows on the ground. The
shadow of the longer pole (which is 8 m tall) is 3 m and the shorter flagpole has a
2,5 m shadow. Calculate how tall the short flagpole is.

4. Gloria is designing a logo for her school’s computer club. The design shows a
computer next to a pile of books which is 50 % higher than the computer. She is
photocopying the design to make it smaller. On the photocopy the computer is 18
cm high and on the original the pile of books is 54 cm high. By what factor is she
making the design smaller?
 LEARNING UNIT 3 ASSESSMENT
Geometry of lines and angles
I CAN . . . ASs Now I have to . . .
state the requirements for
3.3
congruence

identify congruent triangles 3.3

solve problems with congruence 3.5
tell the difference between
3.5
congruence and similarity

identify similar triangles 3.4

solve problems with similarity 3.5
good partly not good

For this learning unit I . . .

worked very hard yes no

neglected my work yes no

did very little work yes no Date: -----------------------------

--------------------------------------------------------------------------------------------------------------

LEARNER CAN . . . ASs 1 2 3 4 COMMENTS

state the requirements for
3.3 ..........................................................
congruence
identify congruent triangles 3.3 ..........................................................
solve problems with congruence 3.5 ..........................................................
tell the difference between
3.5 ..........................................................
congruence and similarity
identify similar triangles 3.4 ..........................................................
solve problems with similarity 3.5 ..........................................................
Critical Outcomes 1 2 3 4
Applies creative thinking skills
Communicates using symbols properly
Effectively uses diagrammatic communication
Successfully evaluates information
Educator:
Signature: -------------------------------------------------------- Date: -----------------------------

Feedback from parents:

...................................................................................................................................................
...................................................................................................................................................
Signature: --------------------------------------------------------- Date: -----------------------------
 LEARNING UNIT 4
Congruency
The term congruency means that two figures are identical in every way. It therefore
means that all the sides of the one figure are equal to all the sides of the other figure
and that all the angles of one figure are equal to all the angles of the other figure. If
the figures are cut out, they will fit precisely on one another.

.................................................................................................................. ACTIVITY 4.1

To understand what the term congruency in general means

LO 3.2.1

Study the figures on the grid (A-1) and decide which of them are congruent. Then
give each pair of congruent figures by writing them down with the letters in
order of the sides and angles which are equal. The symbol for congruency is ≡.
For example:
A C

E P N D
K M

Quadrilateral APEK ≡ Quadrilateral CDNM

A triangle has six elements; namely three angles and three sides. Only three of these
elements are needed to construct a triangle:
Combinations of the three elements are:
3 sides (sss)
2 sides and the angle between them (s∠s)
2 angles and a side (∠∠s)
2 sides and the angle not between them (ss∠)
3 angles (∠∠∠)
A 90° - angle, a side and the hypotenuse (90°ss or rhs)

.................................................................................................................. ACTIVITY 4.2

To practically determine what the conditions for congruent

triangles are

You are given four pages with accurately constructed triangles.

1.1 Study page A-2 of the accurately constructed triangles. Study the triangles which
were constructed by using three given sides and write down all the pairs of triangles
which are congruent (sss). Remember that, as in activity 1, the triangles must be
written down in order of the sides which are equal to each other.
1.2 Will two triangles of which the sides of the one triangle are equal to the sides of the
other triangle always be congruent to each other?
1.3 If you only receive the information as in the sketches below, can you always with
certainty say that the two triangles will be congruent? (Remember no real lengths
are given).
A D

B C E F

2.1 Again study page A-2 of the accurately constructed triangles. Now look at the
triangles constructed by using two sides and the angle between the two given sides,
(s∠s), and write down all the pairs of triangles which are congruent. Again
remember to write down the triangles in order of the side, angle, side which are
equal.
2.2 Will two triangles of which two sides and the angle between them are equal, always
be congruent?
2.3 If you only receive the information as in the sketches below, can you always with
certainty, say that the two triangles will be congruent? (Remember no real lengths or
magnitudes of angles are given).
A D

• •
B C E F
3.1 On page A-3 of the accurately constructed triangles two angles and a side (∠∠s) are
used to construct the triangles. Study these triangles and write down the pairs of
triangles, which are congruent. Again remember to write down the triangles in order
of the elements, which are equal.
3.2 In ∆DOM and ∆LOC DM = OC, ∠D = ∠O en ∠M = ∠L, but these two triangles are
not congruent. Why is that so? Give a general rule by completing the following
sentence:
Two triangles are congruent if angle, angle, side of the one triangle are equal to
angle, angle and the ……………………..side of the other triangle.
3.3 If you only receive the information as in the sketches below, can you say with
certainty that the two triangles are always congruent?
A D

• •
B C E F
3.4 Will the following two triangles be congruent? Why?
A D

• •
B C E F
4.1 Study page A-4 of the accurately constructed triangles. All the triangles on page A-4
were constructed by using two sides and the angle not between the two given sides,
(ss∠) Study these triangles and write down the pairs of triangles which are
congruent. Again remember to write down the triangles in order of the elements
which are equal.
4.2 There are two triangles, which, although the two sides and the angle are equal, are
not congruent. Name them.
4.3.1 Do you think that, if two sides and the angle not between the two sides, are
used to construct triangles they would always be congruent?
4.3.2 What condition must the given sides satisfy for the triangles to be congruent?
4.4.4 If you only receive the information as in the sketches below, can you with
certainty say that the two triangles are always congruent? (Remember you
now do not know what the lengths of the two given sides).
A D

• •
B C E F

4.5.1 There are four triangles on page A-4 where the given angle is 90°. If the
angle not between the two given sides is equal to 90°, do you think that the
two triangles will always be congruent? (rhs)
4.5.2 If you only receive the information like in the two sketches below, can you
with certainty say that the two triangles are always be congruent?
F
K

P R J E

5. On page A-5 there are triangles of which the three angles of the one triangle are
equal to the three angles of the other triangle. (∠∠∠)
5.1 Are the triangles constructed like this always necessarily congruent?
5.2 If you only receive the information like in the two sketches below, can you with
certainty say that the two triangles are always be congruent?
A T

• •

L ♦ K ♦
M E
6. Now give the combinations of sides and angles for triangles to be congruent.
Illustrate each combination as in the example below:
1. A D

B C E F
∆ ABC ≡ ∆ DEF (sss)
2.

3.

4.

HOMEWORK ASSIGNMENT
1. State whether the following pairs of triangles are congruent or not. Do each number
like the example below.
Example:
A D

B C E F

∆ ABC ≡ ∆ DEF (sss)

∴∠ A = ∠ D; ∠B = ∠E and ∠C = ∠F
N.B. If the triangles are not necessarily congruent, only write ∆ABC ≡ ∆DEF and
then write down why you say so.
 The triangles are not drawn to scale. You must only use the given
information in each of the figures.
1.1. A E
•
D

•
B C

K
1.2. R K

T L
O
1.3. T D

• • A
M E
R

1.4. H

K
• A

P
•
A

1.5. K N

• •
A R P
E
1.6. K X

Z
T Y
S
1.7. J

K A B

A O
1.8

• •
B E C

1.9 A

B E C

2. In each of the following pairs of triangles two pairs of equal elements are marked. In
each case write down another pair of equal elements for the triangles to be
congruent. Give the congruency test which you used and also give all the possibilities
without repeating a congruency test.
A D
Example:
If BE = EF (s∠s)
If AC = DF (90°s s)
If ∠ C = ∠ f (∠∠s)
B C E F
2.1 K G

R S
F M

2.2 K W G
•

•
O M E

2.3 K D

A T O G

2.4 O A

• J •
K M N

2.5 D
E

G F

2.6 A
B

D C
 ASSESSMENT OF THE HOMEWORK ASSIGNMENT

POINTS
Categories
4 3 2 1

Question 1 –
instruction Executed fully as Sometimes not Seldom did the Only stated that
executed as illustrated in the done as illustrated sums as illustrated the triangles are
illustrated in the example. in the example. in the example. always congruent.
example.

Could always Could sometimes Can seldom

distinguish not distinguish distinguish Does not have an
Triangles idea whether the
whether the whether the whether the
necessarily triangles are
triangles are triangles are triangles are
congruent or not? necessarily necessarily necessarily congruent or not.
congruent or not. congruent or not. congruent or not.

Gave all the Did sometimes not At each sum only

possibilities at give all the Seldom gave all gave one
Question 2
each question. possibilities the possibilities possibility.

TOTAL:
 LEARNING UNIT 5
Similarity
................................................................................................................ ACTIVITY 5.1:

To practically investigate the conditions for similarity

1. The pentagons ABDEF and LCMRK are given (A-6). LCMRK is an enlargement of
ABDEF. What is the scale factor by which ABDEF were enlarged to give LCMRK?
2. Write down the ratios between the corresponding pairs of sides of ABDEF and
LCMRK.
3. Write down the relationship between the corresponding pairs of angles of the two
figures.
4. These two figures are not congruent. What do we call them?
5. Name as many as possible examples of this phenomenon in real life.

SIMILAR FIGURES:
The pentagons in the activity above are similar. They have the same form, but do not
have the same size.
Their corresponding angles have the same magnitudes.
Their corresponding sides are in the same ratio.
LK KR MR CM CL 3
Therefore = = = = = This constant ratio also is the scale factor of
AF FE DE BD BA 1
the enlargement.

We say that ABDEF LCMRK. Note that the order of the letters is in the same
order of the angles which are equal and the sides which are in proportion. (The
symbol for similarity is )

HOMEWORK ASSIGNMENT
1. Measure the lengths of the sides and the magnitudes of the angles in the following
figures (A-7) and decide whether they are similar or not. If the two figures are not
similar, give a reason why they are not similar.
2. If the corresponding angles of two quadrilaterals are equal, are they necessarily
also similar?
3. If corresponding sides of two quadrilaterals are proportional, are they necessarily
also similar?

In the homework assignment above you saw that, for quadrilaterals to be similar,
both conditions of similarity must be satisfied. In other words, the corresponding
angles must be equal and the corresponding sides must be proportional. Do the same
conditions also apply to triangles?
................................................................................................................ ACTIVITY 5.2:

To practically investigate the conditions for similarity in

triangles.
LO 3.5
A E
1.1

60°
50° C
B
4cm 60°
50° F
D 8cm

Construct ∆ABC and ∆DEF. Calculate the magnitudes ∠A and ∠E.

1.2 Are the corresponding angles of the two triangles equal?

1.3 Complete the following:

AB
=
ED ....................
BC
=
DF ....................
AC
=
EF ....................

1.4 Are the corresponding sides of the two triangles proportional?

1.5 Are the two triangles similar?

1.6 Complete the following: If the corresponding angles of two triangles are equal, their
corresponding sides are necessarily also always ......................... This means that, if
the corresponding angles of triangles are equal the triangles are .........................

2.1 Construct the following two triangles:

M
A

10cm 9cm
5 cm 4,5 cm

B 4 cm C O 8cm
R

2.2 Are the sides of the two triangles proportional?

2.3 Measure all the angles of ∆ABC and ∆MOR. What do you find?

2.4 Is ∆ABC ∆MOR?

2.5 Complete the following: If the corresponding sides of two triangles are proportional
then their corresponding ..................................... are equal. That therefore means
that, if the corresponding sides of two triangles are proportional, the triangles
are.....................................

We therefore see that with triangles only one of the conditions of similarity have to be
present for triangles to be similar.
That means that, if the three angles of one triangle are equal to the three angles
of the other triangle, then the corresponding sides of the two triangles are
proportional and the triangles are therefore also similar.
It also means that, if the corresponding sides of the triangles are proportional,
then the corresponding angles of the two triangles are equal and the triangles are
therefore also similar.

HOMEWORK ASSIGNMENT
1. The following pairs of triangles are given. State whether they are similar or not and
give reasons for you answer. If the two triangles are similar, calculate the lengths of
the sides not given and also the magnitudes of the angles not given in the figure.
Example:

A D
30°
8 cm 6 cm

30°
E
B 3 cm C F

∠C = ∠F = 60°
∆ ABC ∆EDF (∠∠∠)
AB = 4 cm
AC = 5 cm (pyth)
EF = 10 cm

1.1. A D
60°

12 cm
3,5 cm 4,5 cm

60° 25° 25°

C 4 cm T O G
1.2. R A
13 cm
6,5 cm
2,5 cm K
12 cm
23°
U P 5 cm
6 cm

S
1.3. R
36 cm M
27 cm
37° N
9 cm

E P
K 12 cm

1.4. D Z

3,1cm 80° 80°

Q 4 cm X

R 6 cm P
A 3 cm
2. B

5 cm

2,7cm

D E
2,25 cm

2.1 Complete the following:

In ∆AOB and ∆DOE:
Reason
∠.......... = ∠.......... (...........................................................................)
∠.......... = ∠.......... (...........................................................................)
∴∆.............. .............. ( ∠∠∠)

2.2 Now calculate the lengths of the sides not given in the figure.
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
3. In the figure FH = 12 cm. G

9 cm

6 cm
37°

H
3.1 Complete the following: F J
12 cm
In ∆.......... and ∆..........
∠.......... = ∠.......... (...........................................................................)
∠.......... = ∠.......... (...........................................................................)
∴∆.............. .............. ( ∠∠∠)

3.2 Calculate the lengths of the following:

3.2.1 HE
3.2.2 EG
3.2.3 FJ

4. The height of a high vertical object can be determined by measuring the length of the
shadow of a stick of known length and the shadow of the object. The following
figures give the measurements which were made.

Flagpole
Stick
1,5m

Shadow Shadow
2m 16 m

Determine the length of the flagpole.

............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
............................................................................................................................................
................................................................................................... ASSESSMENT TASK:

To use similarity to calculate the height of an object:

Work together in pairs.

1. The following are needed:
A measuring tape of at least 5 m
A mirror
A ruler
A Koki pen

2. You do the following:

Look for two high vertical objects on the school grounds; for example a netball
pole, a lamp pole, rugby poles or a flagpole. Look for objects of which the
heights are normally difficult to measure using normal methods.
Draw two thin lines on the mirror using the Koki pen so that the lines are
perpendicular to each other.
Place the mirror a distance from the object on level ground.
One person should then step back and look in the mirror and change his / her
position until the top of the object is precisely on the point of intersection of
the two lines in the mirror.

3. Measure the following:

the height of the eyes above the ground of the person who looked in the
mirror;
the distance between the person who looked in the mirror and the point of
intersection of the lines in the mirror’
the distance between the object and the point of intersection of the lines in the
mirror.

Results:
1. Copy the table on folio paper and complete it:

The height Distance between Distance between

The object Calculate the
of the eyes the person and the point of
of which height of the
of the the point of intersection of
the height object correct
person intersection of the lines in the
is to the nearest
above the the lines in the mirror and the
measured cm
ground. mirror object
2. V

K S L

In the sketch PK is the height of the eyes of the person, S is the position of the mirror
and VL is the height of the object, which is measured. Explain why ∆PKS ∆VLS.

3. In this task the measurements can be inaccurate. Explain which mistakes could
have been made, which could influence the accuracy of the height of the object
measured.

RUBRIC FOR THE ASSESSMENT OF THE TASK

NAME:

MARKS
Categories
4 3 2 1

Fully completed Only filled in the Only filled in the

and the calcu- Fully completed, measurements of measurements of
lations of the but the height of one object, but the one object, and the
Table one of the objects
heights of the height of the object height of the object
objects are is incorrect. is correctly is not correctly
correct. determined. determined.

Explanation why Complete with Complete, but not Did try to explain,
enough reasons to all the reasons are but no reasons No explanation is
triangles are
convince. given. were provided. given.
similar

Give four valid Give three valid Give two valid Give one valid
mistakes which mistakes which mistakes which mistake which
Accuracy
could have been could have been could have been could have been
made. made. made. made.

TOTAL (OUT OF12):

 A H A B

K
B G

C F

D E D C M
R

A Y
D
M
B X

K
C Z
P

E D R S

A L

S K
B C

D
D K
E

S
M
F E

R T

Q P D
1.1

1.2

1.3

1.4

1.5